| Peter was a hyperactive 7 year old child. He was | | | | there should be a positive, constructive, productive |
| disruptive and aggressive. He attended a Special | | | | home atmosphere. Parents should spend time talking |
| Education school and was taking "Ritalin". This helped | | | | to their children. If necessary, discussions should take |
| him attain some kind of normalcy in his behaviour. In | | | | place with each child separately and as often as |
| addition it enabled him to learn. | | | | required. |
| However Peter could not always control his behaviour | | | | The parents should help the siblings of a special needs |
| and often times there were outbursts in the house. His | | | | child: |
| Mother explained this to the children. She said she | | | | - To work on their feelings of embarrassment. |
| understood it might be embarrassing for them, | | | | - To be accepting of situations that are difficult. |
| especially in the presence of company. She gave | | | | - To see the importance of helping in a the house |
| them a book from the library to read, on the subject of | | | | more than their friends help in their houses. |
| "hyperactivity". This proved to be an extremely useful | | | | To tackle points 1 and 2, explain your child that life's |
| aid for them. The book had a wealth of information, | | | | situations are mostly not within our control. What is |
| and advice.To the younger children Peter's Mother | | | | within our control is our attitude to life's ups and downs. |
| gently explained Peter's problem in a general way. She | | | | If we view a situation positively, as an opportunity to |
| encouraged them to try not to provoke him and to be | | | | grow and become better human beings, we will be |
| nice to him. | | | | happier people. If we cannot change a situation, we |
| Parents have to realize that their special needs child is | | | | must accept it. Focus on being positive and thinking |
| part of a whole family and just like she needs special | | | | positively. |
| attention and help to cope with her unique challenges, | | | | Practical tips for siblings: |
| the other siblings also need help to deal and cope with | | | | |
| their feelings of embarrassment, anger and fear. If | | | | 1. Don't insist on having the last word, even if you are |
| these issues are not dealt with it they could grow up | | | | intelligent enough to win all arguments. |
| with low self esteem, pent up anger and difficulties to | | | | 2. Don't insist on having your way, even if you are sure |
| express their emotions. | | | | you are right. |
| Children can be explained certain facts about the | | | | 3. Try to keep slightly low-key about your |
| special-needs sibling, in accordance with their level of | | | | accomplishments, when your special-needs sibling is |
| maturity. Younger children can be spoken to in a more | | | | around. |
| general manner, whilst older children should be given | | | | 4. Try to help out with whatever you can, to help |
| more information about the nature of the problem. | | | | alleviate the burden. |
| Siblings should feel free to discuss any worries or | | | | 5. Be encouraging and supportive to the other siblings. |
| doubts that bother them. This will help them maintain | | | | 6. Above all, cultivate a positive attitude. |
| their self-esteem. | | | | Harmony in the home is vital to ensure all children grow |
| Siblings must understand their special-needs brother | | | | up well adjusted and with healthy self-esteem. This |
| sister encounters difficulties in many areas. They have | | | | produces happy relationships to the benefit of all family |
| to work on coming to terms with their feelings so that | | | | members. |